Key Concept: Comparison is used to determine which group contains more than, fewer than, or an equal number of objects.

Topic Overview | Standards Alignment | #### Common Core

K.CC.A.1 Count to 100 by ones and by tens.

K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g.by using matching and counting strategies.

K.MD.B.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.#### Georgia

MGSEK.CC.1 Count to 100 by ones and by tens.

MGSEK.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

MGSEK.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. MGSEK.CC.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify and be able to count pennies within 10.

MGSEK.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g.by using matching and counting strategies.

MGSEK.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. IEP Goals

In this topic, students develop their understanding of quantity through learning verbal, symbolic, and pictorial forms of numbers. Students verbal count to 50, write numbers to 13, build and count groups of objects to 10, and extend their understanding of comparison to groups of 10.

K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g.by using matching and counting strategies.

K.MD.B.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

MGSEK.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

MGSEK.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. MGSEK.CC.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify and be able to count pennies within 10.

MGSEK.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g.by using matching and counting strategies.

MGSEK.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

1. Given a number less than or equal to 50, the student will verbally count up to the number for 5 out of 6 examples by the completion of the IEP.

2. Given a model for a number less than or equal to 13, the student will write the number for 5 out of 6 examples by the completion of the IEP.

3. Given two groups of objects with quantities less than or equal to 5, the student will compare the groups for 5 out of 6 examples by the completion of the IEP.

2. Given a model for a number less than or equal to 13, the student will write the number for 5 out of 6 examples by the completion of the IEP.

3. Given two groups of objects with quantities less than or equal to 5, the student will compare the groups for 5 out of 6 examples by the completion of the IEP.

This topic is still in development.

Key Concept: Groups of objects can be compared to determine if they contain the same number of objects or if one group contains more or fewer.

Topic Overview | Standards Alignment | #### Common Core

K.CC.A.1 Count to 100 by ones and by tens.

K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

K.CC.B.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g.by using matching and counting strategies.

K.CC.C.7 Compare two numbers between 1 and 10 presented as written numerals.#### Georgia

MGSEK.CC.1 Count to 100 by ones and by tens.

MGSEK.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

MGSEK.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. MGSEK.CC.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify and be able to count pennies within 10.

MGSEK.CC.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify and be able to count pennies within 10.

MGSEK.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g.by using matching and counting strategies.

MGSEK.CC.7 Compare two numbers between 1 and 10 presented as written numerals. IEP Goals

In this topic, students develop their understanding of quantity through learning verbal, symbolic, and pictorial forms of numbers. Students verbal count to 70, write numbers to 16, count groups of objects to 15, and extend their understanding of comparison from groups of objects to numerals to 5.

K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

K.CC.B.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g.by using matching and counting strategies.

K.CC.C.7 Compare two numbers between 1 and 10 presented as written numerals.

MGSEK.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

MGSEK.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. MGSEK.CC.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify and be able to count pennies within 10.

MGSEK.CC.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify and be able to count pennies within 10.

MGSEK.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g.by using matching and counting strategies.

MGSEK.CC.7 Compare two numbers between 1 and 10 presented as written numerals.

1. Given a number less than or equal to 70, the student will verbally count up to the number for 5 out of 6 examples by the completion of the IEP.

2. Given a model for a number less than or equal to 16, the student will write the number for 5 out of 6 examples by the completion of the IEP.

3. Given objects, the student will count the objects for numbers to 15 for 5 out of 6 examples by the completion of the IEP.

4. Given two groups of objects with quantities less than or equal to 10, the student will compare the groups for 5 out of 6 examples by the completion of the IEP.

2. Given a model for a number less than or equal to 16, the student will write the number for 5 out of 6 examples by the completion of the IEP.

3. Given objects, the student will count the objects for numbers to 15 for 5 out of 6 examples by the completion of the IEP.

4. Given two groups of objects with quantities less than or equal to 10, the student will compare the groups for 5 out of 6 examples by the completion of the IEP.

This topic is still in development.

Key Concept: Grouping objects into smaller amounts is a strategy for counting larger groups of objects.

Topic Overview | Standards Alignment | #### Common Core

K.CC.A.1 Count to 100 by ones and by tens.

K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

K.CC.B.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

K.CC.C.7 Compare two numbers between 1 and 10 presented as written numerals.#### Georgia

MGSEK.CC.1 Count to 100 by ones and by tens.

MGSEK.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

MGSEK.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. MGSEK.CC.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify and be able to count pennies within 10.

MGSEK.CC.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify and be able to count pennies within 10.

MGSEK.CC.7 Compare two numbers between 1 and 10 presented as written numerals. IEP Goals

In this topic, students develop their understanding of quantity through learning verbal, symbolic, and pictorial forms of numbers. Students verbal count to 90, write numbers to 20, count groups of objects to 20, and extend their understanding of comparison from groups of objects to numerals to 10. Students also engage in their first counting collection in order to begin to develop strategies for counting a large quantity of items.

K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

K.CC.B.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

K.CC.C.7 Compare two numbers between 1 and 10 presented as written numerals.

MGSEK.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

MGSEK.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. MGSEK.CC.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify and be able to count pennies within 10.

MGSEK.CC.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify and be able to count pennies within 10.

MGSEK.CC.7 Compare two numbers between 1 and 10 presented as written numerals.

1. Given a number less than or equal to 90, the student will verbally count up to the number for 5 out of 6 examples by the completion of the IEP.

2. Given a model for a number less than or equal to 20, the student will write the number for 5 out of 6 examples by the completion of the IEP.

3. Given objects, the student will count the objects for numbers to 20 for 5 out of 6 examples by the completion of the IEP.

4. Given two numerals less than or equal to 5, the student will compare the groups for 5 out of 6 examples by the completion of the IEP.

2. Given a model for a number less than or equal to 20, the student will write the number for 5 out of 6 examples by the completion of the IEP.

3. Given objects, the student will count the objects for numbers to 20 for 5 out of 6 examples by the completion of the IEP.

4. Given two numerals less than or equal to 5, the student will compare the groups for 5 out of 6 examples by the completion of the IEP.

This topic is still in development.

Key Concept: Numbers are nested inside each other. Each subsequent number is one more than the previous number.

Topic Overview | Standards Alignment | #### Common Core

K.CC.A.1 Count to 100 by ones and by tens.

K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

K.CC.B.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g.by using matching and counting strategies.

K.CC.C.7 Compare two numbers between 1 and 10 presented as written numerals.#### Georgia

MGSEK.CC.1 Count to 100 by ones and by tens.

MGSEK.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. MGSEK.CC.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify and be able to count pennies within 10.

MGSEK.CC.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify and be able to count pennies within 10.

MGSEK.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g.by using matching and counting strategies.

MGSEK.CC.7 Compare two numbers between 1 and 10 presented as written numerals. IEP Goals

In this topic, students develop their understanding of quantity through learning verbal, symbolic, and pictorial forms of numbers. Students verbal count to 100, compare numerals to 10, and count groups of objects to 20.

K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

K.CC.B.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g.by using matching and counting strategies.

K.CC.C.7 Compare two numbers between 1 and 10 presented as written numerals.

MGSEK.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. MGSEK.CC.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify and be able to count pennies within 10.

MGSEK.CC.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify and be able to count pennies within 10.

MGSEK.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g.by using matching and counting strategies.

MGSEK.CC.7 Compare two numbers between 1 and 10 presented as written numerals.

1. Given a number less than or equal to 100, the student will verbally count to the number for 5 out of 6 examples by the completion of the IEP.

2. Given objects, the student will count the objects for numbers to 20 for 5 out of 6 examples by the completion of the IEP.

3. Given two numerals less than or equal to 10, the student will compare the groups for 5 out of 6 examples by the completion of the IEP.

2. Given objects, the student will count the objects for numbers to 20 for 5 out of 6 examples by the completion of the IEP.

3. Given two numerals less than or equal to 10, the student will compare the groups for 5 out of 6 examples by the completion of the IEP.

K.2-4-1 Create a Group With More/Less/Equal to 10 |

Lesson Plan

View Guided Lesson Students apply their understanding of creating groups to 10 in order to create a group that contains more than, fewer than, or an equal number of objects. (12-20 min)

K.2-4-2 Enter Numeral with More/Less/Equal to 10 |

Lesson Plan

View Guided Lesson Students apply their understandings of quantity and comparison in order to write a numeral that is larger than, smaller than, or equal to another numeral. (12-20 min)

K.2-4-3 Create Groups to 20 |

Lesson Plan

View Guided Lesson Students apply their understanding of counting a group of objects to create a group that contains up to 20 objects. (12-20 min)

K.2-4-4 Verbal Count to 100: Count On, Count Back |

Lesson Plan

View Teacher-Facilitated Lesson Students build fluency with the count sequence up to 100. They continue to develop their ability to count on and count back, which are precursors to addition and subtraction. (35-45 min)

In this unit, students build fluency with the verbal count sequence to 100 and apply their understanding of the count sequence in order to count and create groups of objects up to 20. Students begin to build their understanding of hierarchical inclusion in order to compare quantities.

K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

K.CC.B.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g.by using matching and counting strategies.

K.CC.C.7 Compare two numbers between 1 and 10 presented as written numerals.

K.MD.B.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

MGSEK.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

MGSEK.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. MGSEK.CC.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify and be able to count pennies within 10.

MGSEK.CC.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Identify and be able to count pennies within 10.

MGSEK.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g.by using matching and counting strategies.

MGSEK.CC.7 Compare two numbers between 1 and 10 presented as written numerals.

MGSEK.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.